Objectives (5 - 7 minutes)

1. Understanding the concept of subject and verb in sentences: Through practical and interactive examples, students should be able to understand the function of the subject and the verb in a sentence. This includes identifying the subject and verb in different types of sentences.

2. Practice in identifying subject and verb: Students should have the opportunity to practice identifying the subject and verb in different sentences. This can be done through group activities, educational games or written exercises.

3. Applying the acquired knowledge: At the end of the lesson, students should be able to apply the acquired knowledge about subject and verb in building their own sentences. This will demonstrate that they have not only understood the concept, but are also able to use it effectively.

Secondary objectives:

• Developing critical thinking skills: During the discussion and analysis of different sentence examples, students will be encouraged to think critically about the structure of the Portuguese language and how it is used to communicate ideas.

-Encouraging group participation: Through group activities, students will be encouraged to work together to solve problems, promoting cooperation and effective communication.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by briefly reviewing the concepts of sentences and phrases, which were discussed previously. This can be done through questions directed to the students to ensure that they have effectively recalled the content. (3 - 5 minutes)

2. Problem situations: Next, the teacher should present two problem situations that involve identifying the subject and verb.

   • The first situation can be a poorly constructed sentence, where the subject and verb are inverted, and the students need to correct the structure.
   • The second situation can be a sentence where the subject is hidden, and the students need to identify who the subject is from the context. (3 - 5 minutes)

3. Contextualization: The teacher should then contextualize the importance of the subject, explaining that the ability to identify the subject and verb is fundamental to understanding and producing clear and coherent texts. He can mention examples of everyday situations where this skill is necessary, such as when writing an essay or interpreting a text. (2 - 3 minutes)

4. Getting the students' attention:

   • The teacher can tell something interesting about the Portuguese language, such as the existence of hidden subjects in some idiomatic expressions.
   • Then, he can introduce the topic of the class with a short story or anecdote that involves identifying the subject and verb. For example, a funny story about the confusion that can be caused by a poorly constructed sentence. (2 - 3 minutes)

5. Theoretical introduction: Finally, the teacher should introduce the theory of the subject of the class, explaining clearly and concisely what the subject and verb are, and how they relate to each other in the construction of a sentence. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity "Sentence Detectives" (10 - 12 minutes): This fun and interactive activity involves students in identifying the subject and verb in different types of sentences.

   • Preparation: The teacher should prepare in advance a series of cards with different sentences written on them. In addition, he should have on hand a set of cards with the word "subject" and another with the word "verb".

   • Execution: The students will be divided into groups of 3 to 4 people. Each group will receive a set of cards with the sentences and the cards with "subject" and "verb". The objective of the activity is for the students, in their groups, to identify the subject and the verb in each sentence and place them in the correct place.

   • Rules: The teacher must establish some rules for the activity, such as the time limit for identifying the subject and verb in each sentence. In addition, he should emphasize the importance of cooperation and effective communication within the groups.

2. Activity "Building Sentences" (10 - 12 minutes): This hands-on activity allows students to apply the acquired knowledge about identifying subject and verb in building their own sentences.

   • Preparation: The teacher should prepare in advance a series of cards with different words and expressions. These words and expressions should include a variety of subjects and verbs, as well as other types of words (e.g., adjectives, adverbs, etc.).

   • Execution: The students, still in their groups, will receive a set of cards with the words and expressions. They should use these words and expressions to build their own sentences, ensuring that each sentence contains a subject and a verb.

   • Rules: The teacher must establish some rules for the activity, such as the minimum and maximum number of words in each sentence. In addition, he should encourage students to be creative in their constructions, as long as they maintain the basic structure of the sentence.

3. Discussion and Feedback (5 - 7 minutes): After completing the activities, the teacher should promote a classroom discussion so that students can share their experiences and learnings. The teacher can ask questions to stimulate discussion and provide feedback on the students' performance. In addition, the teacher should take this opportunity to clarify any doubts that students may have about the subject matter.

4. Content Review (3 - 5 minutes): Finally, the teacher should briefly review the content of the lesson, reinforcing the main points about identifying subject and verb. He can do this through an oral summary or a visual presentation, such as a whiteboard or a slide presentation. The teacher should also remind students about the importance of practicing what they have learned at home, through homework or review exercises.

Wrap-up (8 - 10 minutes)

1. Sharing Solutions (3 - 4 minutes): The teacher should invite each group to share the sentences they constructed during the "Building Sentences" activity. Each group will have a maximum of 1 minute to present their sentences. During the presentations, the teacher should encourage other students to ask questions or make comments, stimulating the participation of the entire class.

2. Connection with Theory (2 - 3 minutes): After the presentations, the teacher should highlight how the sentences constructed by the students connect with the theory presented at the beginning of the class. He can, for example, point out how the different words and expressions used by the students acted as subjects and verbs in their sentences. This step aims to reinforce the students' understanding of the relationship between subject and verb in the construction of a sentence.

3. Reflection on Learning (2 - 3 minutes): The teacher should then propose that the students reflect for a minute on the following questions:

   • What was the most important concept you learned today?
   • Which questions have not yet been answered?

   After the minute of reflection, the teacher can ask some students to share their answers with the class. This is an important moment for the teacher to assess the effectiveness of the lesson and identify possible areas of improvement for future lessons.

4. Teacher Feedback (1 - 2 minutes): Finally, the teacher should provide general feedback on the class's participation and performance. He can highlight the areas in which the students did well and those that need more practice. In addition, the teacher should reinforce the importance of the subject of the class and encourage the students to continue practicing identifying subject and verb in their study activities at home.

This final step of the lesson plan is crucial for consolidating the students' learning and for evaluating the effectiveness of the lesson. By allowing students to share their solutions, reflect on their learning and receive feedback from the teacher, the lesson plan promotes an active and engaged learning environment.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher should begin the Conclusion of the lesson by recalling the main points covered in the lesson. He should emphasize the definition of subject and verb, and the importance of their correct identification for the construction of a sentence and a coherent text. In addition, the teacher should recap the activities carried out and how they contributed to the understanding of the content.

2. Relationship between Theory and Practice (1 - 2 minutes): Next, the teacher should reinforce how the lesson connected theory and practice. He should highlight how the identification of subject and verb was explained in the theory and then applied by the hands-on activities. This helps the students understand the relevance of the theoretical content and how it is applied in practice.

3. Supplementary Materials (1 - 2 minutes): The teacher should then suggest complementary study materials for the students. These may include textbooks, educational websites, explanatory videos, online games, among others. The goal is that students can deepen their understanding of subject and verb and continue practicing identifying these elements in different contexts.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the relevance of the subject addressed for the students' daily lives. He should explain that the ability to identify subject and verb correctly is fundamental to producing clear and coherent texts, and that this is a skill that will be useful in various situations, both in school and in daily life. The teacher can mention examples of real situations where the ability to identify subject and verb is necessary, such as when writing an essay, interpreting a text, talking to other people, among others.

The Conclusion is a crucial part of the lesson plan, as it helps to consolidate the students' learning, connect theory with practice, provide resources for further study and highlight the subject's relevance to the students' lives.